Journal articles: 'Reading Word recognition'

1

Groff, Patrick. "WORD RECOGNITION AND CRITICAL READING." Reading & Writing Quarterly 7, no. 1 (1991): 17–31. http://dx.doi.org/10.1080/0748763910070103.

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Ziegler, Johannes C., Jonathan Grainger, and Marc Brysbaert. "Modelling word recognition and reading aloud." European Journal of Cognitive Psychology 22, no. 5 (July 21, 2010): 641–49. http://dx.doi.org/10.1080/09541446.2010.496263.

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Leslie, Lauren, and Brenda Thimke. "The Use of Orthographic Knowledge in Beginning Reading." Journal of Reading Behavior 18, no. 3 (September 1986): 229–41. http://dx.doi.org/10.1080/10862968609547571.

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The purpose of the present study was to determine the relationship between word recognition ability, knowledge of orthographic structures, and use of orthographic knowledge in word recognition. Fifty-six first and second graders were administered a word recognition test, two tests of orthographic knowledge, and two search tasks. The results indicated that when searching for multiple word targets children with word recognition levels of less than 2–2 searched similarly through all fields, whereas children with word recognition levels of 2–2+ searched faster through pseudowords and nonwords than through words. When searching for members of a category, children with word recognition levels below 2–1 searched faster through nonwords and pseudowords than through words providing no evidence for the use of orthography in word search. Children with word recognition levels above 2–1 searched faster through nonwords than through pseudowords and words, demonstrating a generalized effect of orthographic structure.

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Metsala, Jamie L. "Spoken word recognition in reading disabled children." Journal of Educational Psychology 89, no. 1 (1997): 159–69. http://dx.doi.org/10.1037/0022-0663.89.1.159.

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Adams, Marilyn Jager, Derek Besner, and Glyn W. Humphreys. "Basic Processes in Reading: Visual Word Recognition." American Journal of Psychology 106, no. 3 (1993): 451. http://dx.doi.org/10.2307/1423186.

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Forget, Joachim, Marco Buiatti, and Stanislas Dehaene. "Temporal Integration in Visual Word Recognition." Journal of Cognitive Neuroscience 22, no. 5 (May 2010): 1054–68. http://dx.doi.org/10.1162/jocn.2009.21300.

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When two displays are presented in close temporal succession at the same location, how does the brain assign them to one versus two conscious percepts? We investigate this issue using a novel reading paradigm in which the odd and even letters of a string are presented alternatively at a variable rate. The results reveal a window of temporal integration during reading, with a nonlinear boundary around ∼80 msec of presentation duration. Below this limit, the oscillating stimulus is easily fused into a single percept, with all characteristics of normal reading. Above this limit, reading times are severely slowed and suffer from a word-length effect. ERPs indicate that, even at the fastest frequency, the oscillating stimulus elicits synchronous oscillations in posterior visual cortices, while late ERP components sensitive to lexical status vanish beyond the fusion threshold. Thus, the fusion/segregation dilemma is not resolved by retinal or subcortical filtering, but at cortical level by at most 300 msec. The results argue against theories of visual word recognition and letter binding that rely on temporal synchrony or other fine temporal codes.

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Liversedge, Simon P., Hazel I. Blythe, and Denis Drieghe. "Beyond isolated word recognition." Behavioral and Brain Sciences 35, no. 5 (August 29, 2012): 293–94. http://dx.doi.org/10.1017/s0140525x12000210.

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AbstractIn this commentary we concur with Frost's view of the centrality of universal principles in models of word identification. However, we argue that other processes in sentence comprehension also fundamentally constrain the nature of written word identification. Furthermore, these processes appear to be universal. We, therefore, argue that universality in word identification should not be considered in isolation, but instead in the context of other linguistic processes that occur during normal reading.

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Lorch, Robert F. "Use of a word reading task for studying word recognition." Bulletin of the Psychonomic Society 24, no. 1 (July 1986): 11–14. http://dx.doi.org/10.3758/bf03330489.

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Toste, Jessica R., Kelly J. Williams, and Philip Capin. "Reading Big Words: Instructional Practices to Promote Multisyllabic Word Reading Fluency." Intervention in School and Clinic 52, no. 5 (December 5, 2016): 270–78. http://dx.doi.org/10.1177/1053451216676797.

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Poorly developed word recognition skills are the most pervasive and debilitating source of reading challenges for students with learning disabilities (LD). With a notable decrease in word reading instruction in the upper elementary grades, struggling readers receive fewer instructional opportunities to develop proficient word reading skills, yet these students face greater amounts of texts with more complex words. Poor decoders, even those who can fluently read monosyllabic words, often have difficulty with multisyllabic words, yet the average number of syllables in words that students read increases steadily throughout their school years. As such, it is necessary to identify instructional practices that will support the continued reading development of students into the upper elementary years. This article discusses the difficulty involved in multisyllabic word reading and describes five research-based instructional practices that promote the multisyllabic word reading fluency of struggling readers, particularly those with LD.

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Berninger, Virginia W., Karin Vermeulen, Robert D. Abbott, Deborah McCutchen, Susanna Cotton, Jennifer Cude, Susan Dorn, and Tod Sharon. "Comparison of Three Approaches to Supplementary Reading Instruction for Low-Achieving Second-Grade Readers." Language, Speech, and Hearing Services in Schools 34, no. 2 (April 2003): 101–16. http://dx.doi.org/10.1044/0161-1461(2003/009).

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Purpose: This research evaluated the relative effectiveness of three instructional approaches to supplementing the regular reading program for second graders with low word reading and/or pseudoword reading skills. Method: In the instructional experiment, 96 second graders with low reading achievement were randomly assigned to one of four conditions: (a) explicit and reflective word recognition, (b) explicit and reflective reading comprehension, (c) combined explicit word recognition and explicit reading comprehension, or (d) treated control that only practiced reading skills without any instruction. In the extension study, these conditions were compared to an untreated control group of 29 second graders. Results: In the instructional experiment, combined word recognition and reading comprehension treatment increased phonological decoding (pronouncing pseudowords) significantly more than the treated control or word recognition only treatment and had the highest effect size. The comprehension only treatment was not significantly different from the treated control. In the extension study, (a) the treated children receiving supplemental instruction improved significantly more in phonological decoding and reading real words than did those in the regular program, and (b) the combined word recognition and reading comprehension treatment, which was explicit, had the highest effect sizes for both pseudoword and real-word reading. Clinical Implications: The most effective supplemental instruction for increasing phonological decoding was combining explicit word recognition and explicit reading comprehension training.

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Lee, Chang H. "Association among Reading Summarization, Word Recognition, and Sentence Comprehension." Perceptual and Motor Skills 96, no. 3_suppl (June 2003): 1133–38. http://dx.doi.org/10.2466/pms.2003.96.3c.1133.

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Word recognition and sentence comprehension are initial and necessary processes to summarize a story. This study was conducted to investigate the relations among word recognition, sentence comprehension, and reading summarization. Analysis showed performance for word naming, an index of on-line word recognition, was correlated with the Latent Semantic Analysis scores, an index of reading summarization. These results indicate that the basic process of word recognition is a comer stone to better reading.

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Penke, Martina, and Kathrin Schrader. "The role of phonology in visual word recognition." Written Language and Literacy 11, no. 2 (March 24, 2009): 167–90. http://dx.doi.org/10.1075/wll.11.2.04pen.

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The goal of this paper is to investigate the role phonology plays for visual word recognition and the change this role undergoes in the course of reading acquisition by providing data on German readers at different stages of reading proficiency. Erroneous responses in a semantic decision task, which employs words that are either homophonous or graphemically similar to a word of a previously introduced semantic field, were compared at different stages of reading development (i.e. in second- and fourth-grade school children and adults). In all age groups, subjects committed significantly more errors with homophones than with words graphemically similar to a word related to the given semantic field. The results show that phonological recoding plays an important role for visual word recognition not only with beginners but also in skilled readers and, hence, corroborate phonological models of reading.

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Altani, Angeliki, Athanassios Protopapas, Katerina Katopodi, and George K. Georgiou. "From individual word recognition to word list and text reading fluency." Journal of Educational Psychology 112, no. 1 (January 2020): 22–39. http://dx.doi.org/10.1037/edu0000359.

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Cho, Eunsoo, Donald L. Compton, Jennifer K. Gilbert, Laura M. Steacy, Alyson A. Collins, and Esther R. Lindström. "Development of First-Graders’ Word Reading Skills." Journal of Learning Disabilities 50, no. 1 (August 3, 2016): 95–112. http://dx.doi.org/10.1177/0022219415599343.

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Dynamic assessment (DA) of word reading measures learning potential for early reading development by documenting the amount of assistance needed to learn how to read words with unfamiliar orthography. We examined the additive value of DA for predicting first-grade decoding and word recognition development while controlling for autoregressive effects. Additionally, we examined whether predictive validity of DA would be higher for students who have poor phonological awareness skills. First-grade students ( n = 105) were assessed on measures of word reading, phonological awareness, rapid automatized naming, and DA in the fall and again assessed on word reading measures in the spring. A series of planned, moderated multiple regression analyses indicated that DA made a significant and unique contribution in predicting word recognition development above and beyond the autoregressor, particularly for students with poor phonological awareness skills. For these students, DA explained 3.5% of the unique variance in end-of-first-grade word recognition that was not attributable to autoregressive effect. Results suggest that DA provides an important source of individual differences in the development of word recognition skills that cannot be fully captured by merely assessing the present level of reading skills through traditional static assessment, particularly for students at risk for developing reading disabilities.

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이인선 and Yi,Kwangoh. "The Effects of Oral Reading on Word Recognition." Korean Journal of Cognitive and Biological Psychology 23, no. 2 (June 2011): 271–85. http://dx.doi.org/10.22172/cogbio.2011.23.2.006.

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Huestegge, Lynn, Jonathan Grainger, and Ralph Radach. "Visual word recognition and oculomotor control in reading." Behavioral and Brain Sciences 26, no. 4 (August 2003): 487–88. http://dx.doi.org/10.1017/s0140525x03320102.

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A central component in the E-Z Reader model is a two-stage word processing mechanism made responsible for both the triggering of eye movements and sequential shifts of attention. We point to problems with both the verbal description of this mechanism and its computational implementation in the simulation. As an alternative, we consider the use of a connectionist processing module in combination with a more indirect form of cognitive eye-movement control.

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Legge, Gordon E., Bosco S. Tjan, Susana T. L. Chung, and Charles Bigelow. "Do image descriptions underlie word recognition in reading?" British Journal of Psychology 101, no. 1 (February 2010): 33–39. http://dx.doi.org/10.1348/000712609x474730.

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18

Stuart, Morag. "Factors influencing word recognition in pre-reading children." British Journal of Psychology 81, no. 2 (May 1990): 135–46. http://dx.doi.org/10.1111/j.2044-8295.1990.tb02351.x.

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Merry, Roger, and Irene Peutrill. "Improving Word Recognition for Children with Reading Difficulties." British Journal of Special Education 21, no. 3 (May 31, 2007): 121–23. http://dx.doi.org/10.1111/j.1467-8578.1994.tb00106.x.

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20

Hoien, Torleiv, and Ingvar Lundberg. "Stages of Word Recognition in Early Reading Development." Scandinavian Journal of Educational Research 32, no. 4 (December 1988): 163–82. http://dx.doi.org/10.1080/0031383880320402.

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21

Holsworth, Michael. "Assessing Low-level Cognitive Processes of Word Recognition." Vocabulary Learning and Instruction 9, no. 2 (2020): 55–62. http://dx.doi.org/10.7820/vli.v09.2.holsworth.

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A fundamental skill required for vocabulary development is word recognition ability. According to Perfetti (1985), word recognition ability relies on low-level cognitive processing skill to be automatic and efficient in order for cognitive resources to be allocated to high-level processes such as inferencing and schemata activation needed for reading comprehension. The low-level processes include orthographic knowledge, semantic knowledge, and phonological awareness. These low-level processes must be efficient, fluent, and automatic in second language readers in order for them to achieve the ultimate goal of reading comprehension. This article briefly describes the concept of word recognition, its relation to vocabulary, and three tests that were designed to measure the three components of word recognition (orthographic, semantic, and phonological knowledge) in a longitudinal study that investigated the effects of word recognition training on reading comprehension.

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Hunter, Zoë R., Marc Brysbaert, and Stefan Knecht. "Foveal Word Reading Requires Interhemispheric Communication." Journal of Cognitive Neuroscience 19, no. 8 (August 2007): 1373–87. http://dx.doi.org/10.1162/jocn.2007.19.8.1373.

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The left cerebral hemisphere is dominant for language processing in most individuals. It has been suggested that this asymmetric language representation can influence behavioral performance in foveal word-naming tasks. We carried out two experiments in which we obtained laterality indices by means of functional imaging during a mental word-generation task, using functional transcranial Doppler sonography and functional magnetic resonance imaging, respectively. Subsequently, we administered a behavioral word-naming task, where participants had to name foveally presented words of different lengths shown in different fixation locations shifted horizontally across the screen. The optimal viewing position for left language dominant individuals is located between the beginning and the center of a word. It is shifted toward the end of a word for right language dominant individuals and, to a lesser extent, for individuals with bilateral language representation. These results demonstrate that interhemispheric communication is required for foveal word recognition. Consequently, asymmetric representations of language and processes of interhemispheric transfer should be taken into account in theoretical models of visual word recognition to ensure neurological plausibility.

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Snowling, Maggie, Charles Hulme, and Nata Goulandris. "Word Recognition in Developmental Dyslexia: A Connectionist Interpretation." Quarterly Journal of Experimental Psychology Section A 47, no. 4 (November 1994): 895–916. http://dx.doi.org/10.1080/14640749408401101.

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We present a study of the accuracy, consistency, and speed of word naming in a dyslexic boy, JM, who has severe impairments in the ability to use sub-lexical, phonological reading strategies. For words that he can recognise, JM's naming latencies do not differ from those of control subjects matched for reading age, and he is generally consistent from one occasion to the next. He can also match printed homophones with their definitions–-a skill that requires access to well-specified orthographic representations. The data are interpreted as evidence for the creation of efficient recognition devices for words within JM's sight vocabulary. However, he shows a continuing inability to use phonological decoding strategies to deal with words that he cannot recognize by sight. Overall we argue our results pose problems for stage models of reading development, and that they may best be interpreted within a connectionist framework of the development of word recognition skills.

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Bowers, Patricia Greig. "Text Reading and Rereading: Determinants of Fluency beyond Word Recognition." Journal of Reading Behavior 25, no. 2 (June 1993): 133–53. http://dx.doi.org/10.1080/10862969309547807.

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Factors related to the slower reading of text by reading disabled compared to average readers were studied. Thirty-seven children selected as poor and average readers in Grade 2 were followed through Grade 4; each year they reread text passages at a level of difficulty appropriate for each child. Phonological awareness (phoneme deletion) and digit-naming speed were consistently related to speed and errors on initial reading of a text and on reading it for the fourth time. After controlling for word-recognition skill, only digit-naming speed contributed significant additional variance to reading speed before and especially after practice, even over more than a 2-year period. Such independent relationship to fluency suggests that current theories stressing the role of phonemic sensitivity in fluent as well as accurate reading need to be modifed to include the role of processes indexed by simple symbol-naming speed.

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Wang, Xiaoyun, and Degao Li. "Processing of Phonological and Orthographic Information in Word Recognition in Discourse Reading." SAGE Open 9, no. 3 (July 2019): 215824401986150. http://dx.doi.org/10.1177/2158244019861502.

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To examine the processing of phonological and configurational information in word recognition in discourse reading, we conducted two experiments using the self-paced reading paradigm. The materials were three-sentence discourses, in each of which the last word of the second sentence and the third word from the end of the last sentence formed a prime–target pair. The discourse in which the target word (T) was semantically congruent or incongruent with the prime word was converted into a new version by replacing the T with its homophone or with the control word (con-T) in Experiment 1. Similarly, the Ts were replaced by words that were similar to them in configuration or by the con-Ts in Experiment 2. We adopted mixed-effects modeling to analyze the participants’ reading times to the targets, the first words after the targets, and the second words after the targets. It is concluded that the processing of phonological information begins earlier than that of configurational information in activating the semantic representations for the upcoming words that fit the context in discourse reading.

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Risko, Evan F., Jennifer A. Stolz, and Derek Besner. "Basic processes in reading: Is visual word recognition obligatory?" Psychonomic Bulletin & Review 12, no. 1 (February 2005): 119–24. http://dx.doi.org/10.3758/bf03196356.

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LEE, CHANG H. "ASSOCIATION AMONG READING SUMMARIZATION, WORD RECOGNITION, AND SENTENCE COMPREHENSION." Perceptual and Motor Skills 96, no. 4 (2003): 1133. http://dx.doi.org/10.2466/pms.96.4.1133-1138.

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Caffarra, Sendy, Clara D. Martin, Mikel Lizarazu, Marie Lallier, Asier Zarraga, Nicola Molinaro, and Manuel Carreiras. "Word and object recognition during reading acquisition: MEG evidence." Developmental Cognitive Neuroscience 24 (April 2017): 21–32. http://dx.doi.org/10.1016/j.dcn.2017.01.002.

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Seidenberg, Mark S. "A Connectionist Modeling Approach to Word Recognition and Dyslexia." Psychological Science 4, no. 5 (September 1993): 299–304. http://dx.doi.org/10.1111/j.1467-9280.1993.tb00568.x.

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Word recognition plays an essential role in learning to read, skilled reading, and dyslexia. The goal of the research I describe is to develop a theory of word recognition that is realized as a connectionist simulation model. Experience with a first-generation model suggests that the approach can reveal general principles underlying word recognition and its impairments. Although computational modeling introduces new problems of method and interpretation, it contributes in an essential way to understanding reading and other aspects of cognition.

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Hendry, Jans, Aditya Rachman, and Dodi Zulherman. "Recites fidelity detection system of al-Kautsar verse based on words using mel frequency cepstrum coefficients and cosine similarity." Jurnal Teknologi dan Sistem Komputer 8, no. 1 (October 7, 2019): 27–35. http://dx.doi.org/10.14710/jtsiskom.8.1.2020.27-35.

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In this study, a system has been developed to help detect the accuracy of the reading of the Koran in the Surah Al-Kautsar based on the accuracy of the number and pronunciation of words in one complete surah. This system is very dependent on the accuracy of word segmentation based on envelope signals. The feature extraction method used was Mel Frequency Cepstrum Coefficients (MFCC), while the Cosine Similarity method was used to detect the accuracy of the reading. From 60 data, 30 data were used for training, while the rest were for testing. From each of the 30 training and test data, 15 data were correct readings, and 15 other data were incorrect readings. System accuracy was measured by word-for-word recognition, which results in 100 % of recall and 98.96 % of precision for the training word data, and 100 % of recall and 99.65 % of precision for the test word data. For the overall reading of the surah, there were 15 correct readings and 14 incorrect readings that were recognized correctly.

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Cui, Lei, Tuomo Häikiö, Wenxin Zhang, Yuwei Zheng, and Jukka Hyönä. "Reading monomorphemic and compound words in Chinese." Mental Lexicon 12, no. 1 (June 18, 2017): 1–20. http://dx.doi.org/10.1075/ml.12.1.01cui.

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Abstract Two lexical decision experiments were conducted to study the recognition of two-character Chinese monomorphemic and compound words by adult native Chinese readers. In Experiment 1, the words appeared non-spaced, whereas in Experiment 2 a space was inserted between the two characters. An interaction between word type and spacing reflects a trend for spacing to slow down the recognition of monomorphemic words and speed up that of compound words. The word frequency effect was steeper for monomorphemic than compound words. The number of strokes in the first and the second character influenced the recognition time for compound words, but not for monomorphemic words. The results are interpreted in the light of the parallel dual route model of morphological processing. The holistic route is more prevalent in recognizing Chinese monomorphemic, while the morphological decomposition route is more prevalent in processing Chinese compound words.

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Chiu, Y. D. "The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills." Remedial and Special Education 39, no. 5 (September 2018): 289–303. http://dx.doi.org/10.1177/0741932518762055.

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We assessed the simple view of reading as a framework for Grade 3 reading comprehension in two ways. We first confirmed that a structural equation model in which word recognition, listening comprehension, and reading comprehension were assessed by multiple measures to inform each latent construct provided an adequate fit to this model in Grade 3. We next examined how well prekindergarten (pre-K) oral language (vocabulary, grammar, discourse) and code-related (letter and print knowledge, phonological processing) skills predicted Grade 3 reading comprehension, through the two core components of the simple view: word recognition and listening comprehension. Strong relations were evident between pre-K skills and the complementary Grade 3 constructs of listening comprehension and word recognition. Notably, the pre-K latent constructs of oral language and code-related skills were strongly related to each other, with a much weaker (nonsignificant) relation between the complementary Grade 3 constructs of listening comprehension and word recognition.

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Miller, Samuel D., and Nina Yochum. "Asking Students about the Nature of Their Reading Difficulties." Journal of Reading Behavior 23, no. 4 (December 1991): 465–85. http://dx.doi.org/10.1080/10862969109547754.

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This study examined students' perceptions of themselves as readers and the strategies they used to solve reading problems. Data was collected over a two-year period at two reading clinics from elementary grade level students ( N = 72). Subjects were interviewed about the types of reading difficulties they experienced and described how they attempted to remediate these difficulties. Additionally, subjects described the type of reader they wanted to become, how they might improve, and why a particular classmate was a good reader. All subjects except one was able to describe a reading difficulty. The most frequently stated perception was the ability to read words (77%), followed by the ability to comprehend text (14%). Most perceptions were confirmed by assessment data (75%). Whenever perceptions were not confirmed, problems either were found in another domain (word recognition vs. comprehension or vice versa) or were school-related (e.g., the inability to work successfully as a member of a reading group). A comparison of the word recognition and comprehension strategies students generated revealed differences in levels of knowledge they possessed. Students with word recognition difficulties knew that they had difficulty reading words and had developed strategies to deal with their problems; however, they lacked sufficient knowledge about why their strategies were ineffective and when they should use another one. Students with comprehension problems generally were unaware of their reading difficulties and frequently lacked any strategy to remediate them. Regardless of their reading difficulties and the strategies they used to remediate them, most students viewed word recognition as central to the reading process. Discussion focuses on how these findings can be used by clinicians to develop alternative assessments and by classroom teachers to develop strategy-based instruction.

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FENDER, MICHAEL. "English word recognition and word integration skills of native Arabic- and Japanese-speaking learners of English as a second language." Applied Psycholinguistics 24, no. 2 (June 2003): 289–315. http://dx.doi.org/10.1017/s014271640300016x.

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This study investigated the effects of first language word-level reading skills on the development of English as a second language (ESL) word-level reading skills. A crosslinguistic analysis indicates that native Arabic and Japanese speakers are likely to encounter different types of ESL word-level reading difficulties. Specifically, native Arab speakers are likely to exhibit difficulties with prelexical ESL word recognition processes, whereas native Japanese speakers are likely to exhibit difficulties with on-line ESL word integration processes that integrate words into phrase/clause structures for comprehension. Results from a lexical decision task showed that a group of Japanese ESL learners had significantly faster and more accurate word recognition skills compared to a proficiency-matched Arab ESL group. In contrast, both groups read words within sentences in a sentence reading task at the same speed, though the Arab ESL group was significantly more accurate in integrating words into larger phrase and clause units and comprehending them than the Japanese ESL group. These results indicate that Arab and Japanese ESL students have different word-level reading difficulties, implicating different learning needs and pedagogical interventions for developing ESL reading proficiency.

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Luo, Shaoqian, and Xiaohui Sun. "A Case Study on Intermediate CSL Learners’ Word Recognition Processes and Strategies in Contextual Reading Settings." Chinese Journal of Applied Linguistics 41, no. 3 (September 25, 2018): 288–305. http://dx.doi.org/10.1515/cjal-2018-0023.

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Abstract This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language (CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas’ data analysis procedure, Creswell’s three steps and Bogdon and Biklen’s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners’ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching.

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WANG, YING, and CATHERINE MCBRIDE. "Character reading and word reading in Chinese: Unique correlates for Chinese kindergarteners." Applied Psycholinguistics 37, no. 2 (April 8, 2015): 371–86. http://dx.doi.org/10.1017/s014271641500003x.

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ABSTRACTWe considered the extent to which learning to read Chinese characters and Chinese words (operationally defined as composed of two or more characters) are different in the present study. Study 1 compared reading of the same characters in isolation and those in the context of known words for 63 Chinese third-year kindergarteners. Results showed that children performed significantly better on reading the same characters when embedded within words than when alone. Study 2 further examined the correlates of single-character reading and two-character word reading for 142 Chinese third-year kindergarteners. Despite a high correlation between character reading and word reading, unique correlates emerged. Orthographic awareness, rapid automatized naming, and Pinyin letter-name knowledge independently explained variance in both character and word reading; however, orthographic awareness explained unique variance in character reading even after statistically controlling for word reading. Whereas orthographic and Pinyin knowledge may be more strongly associated with character recognition, other skills may be more important for learning to read words. Character and word reading may constitute slightly different processes, with somewhat different educational implications for each.

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Sánchez-Vincitore, Laura V., Trey Avery, and Karen Froud. "Word-related N170 responses to implicit and explicit reading tasks in neoliterate adults." International Journal of Behavioral Development 42, no. 3 (June 15, 2017): 321–32. http://dx.doi.org/10.1177/0165025417714063.

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The present study addresses word recognition automaticity in Spanish-speaking adults who are neoliterate by assessing the event-related potential N170 for word stimuli. Participants engaged in two reading conditions that vary the degree of attention required for linguistic components of reading: (a) an implicit reading task, in which they detected immediate repetitions of words and symbols (one-back paradigm); (b) an explicit reading task, in which they determined if pairs of visual-auditory words matched (reading verification task). Results were compared to those of a group of people who learned to read in childhood. N170 amplitudes on left and right occipito-temporal regions were registered for each condition. A left-lateralization of N170 for word stimuli was considered as an index of word reading automaticity. No left-lateralized N170 was found for the neoliterate group in either condition. In addition, N170 amplitude for words was larger on the right than the left occipito-temporal region for the reading verification task. Participants from the comparison group showed left-lateralized N170 amplitude for words in both conditions. Findings suggest that the neoliterate group investigated here had not yet acquired automaticity of word recognition, but could be showing evidence of word familiarization.

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van Ingen, Kirsten. "De Invloed Van Snelheid Van Woordherkenning en Kennis Van Woordbetekenis op Nt2-Tekstbegrip." Toegepaste Taalwetenschap in Artikelen 63 (January 1, 2000): 93–103. http://dx.doi.org/10.1075/ttwia.63.10van.

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The performance in Dutch reading comprehension of advanced L2 learners still lags behind the performance of L1 learners. This study investigates the role of inefficient word recognition and knowledge of L2 vocabulary as two of the explanatory factors for problems with reading comprehension. The results of this study show that inefficient word recognition cannot account for problems with reading comprehension of L2-learners at the intermediate level of secondary education. There was no significant difference between the speed of word recognition between L2 learners and L1 learners. Nor was there relation between the score on reading comprehension and speed of word recognition. Knowledge of vocabulary does show differences between L2 learners and L1 learners. L2 learners score significantly less and, in contrast with the L1 learners, they show a significant relation between the knowledge of vocabulary and the score on reading comprehension.

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Wang, Natalie Yu-Hsien, Hsiao-Lan Sharon Wang, Yi-Chun Liu, Yi-Peng Eve Chang, and Jun-Cheng Weng. "Investigating the white matter correlates of reading performance: Evidence from Chinese children with reading difficulties." PLOS ONE 16, no. 3 (March 11, 2021): e0248434. http://dx.doi.org/10.1371/journal.pone.0248434.

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Purpose Reading comprehension is closely associated with word recognition, particularly at the early stage of reading development. This association is reflected in children with reading difficulties (RD) who demonstrate poor reading comprehension along with delayed word recognition or reduced recognition accuracy. Although the neural mechanisms underlying reading comprehension and word recognition are well studied, few has investigated the white matter (WM) structures that the two processes potentially share. Methods To explore the issue, behavioral scores (word recognition & reading comprehension) and diffusion spectrum imaging (DSI) were acquired from Chinese-speaking children with RD and their age-matched typically developing children. WM structures were measured with generalized fractional anisotropy and normalized quantitative anisotropy to optimize fiber tracking precision. Results The children with RD performed significantly poorer than the typically developing children in both behavioral tasks. Between group differences of WM structure were found in the right superior temporal gyrus, the left medial frontal gyrus, the left medial frontal gyrus, and the left caudate body. A significant association between reading comprehension and Chinese character recognition and the DSI indices were found in the corpus callosum. The findings demonstrated the microstructural difference between children with and without reading difficulties go beyond the well-established reading network. Further, the association between the WM integrity of the corpus callosum and the behavioral scores reveals the involvement of the WM structure in both tasks. Conclusion It suggests the two reading-related skills have partially overlapped neural mechanism. Associating the corpus callosum with the reading skills leads to the reconsideration of the right hemisphere role in the typical reading process and, potentially, how it compensates for children with reading difficulties.

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Stevens, Mallory A., and Matthew K. Burns. "Practicing Keywords to Increase Reading Performance of Students With Intellectual Disability." American Journal on Intellectual and Developmental Disabilities 126, no. 3 (April 28, 2021): 230–48. http://dx.doi.org/10.1352/1944-7558-126.3.230.

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Abstract The purpose of the current study was to determine the extent to which practicing keywords increased word recognition, reading fluency and comprehension for students with intellectual disability (ID). The dependent measures included word recognition (i.e., the percentage of previously unknown keywords read correctly in the given text), reading fluency (i.e., words read correctly in 1 minute), and reading comprehension (i.e., number of questions answered correctly out of five). The participants were three fourth-grade students who were identified as having ID in early childhood with IQ scores of 45, 62, and 78. Words from reading passages were practiced with Incremental Rehearsal (IR) using a multielement, single-case design. Practicing keywords led to higher subsequent in-text recognition and generalization for a high percentage of the taught words. Additionally, there was clear experimental control for increases in reading fluency. There was not a strong effect on reading comprehension. Implications for research and practice are discussed.

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Nation, Kate. "Form–meaning links in the development of visual word recognition." Philosophical Transactions of the Royal Society B: Biological Sciences 364, no. 1536 (December 27, 2009): 3665–74. http://dx.doi.org/10.1098/rstb.2009.0119.

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Learning to read takes time and it requires explicit instruction. Three decades of research has taught us a good deal about how children learn about the links between orthography and phonology during word reading development. However, we have learned less about the links that children build between orthographic form and meaning. This is surprising given that the goal of reading development must be for children to develop an orthographic system that allows meanings to be accessed quickly, reliably and efficiently from orthography. This review considers whether meaning-related information is used when children read words aloud, and asks what we know about how and when children make connections between form and meaning during the course of reading development.

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Frost, Ram. "Towards a universal model of reading." Behavioral and Brain Sciences 35, no. 5 (August 29, 2012): 263–79. http://dx.doi.org/10.1017/s0140525x11001841.

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AbstractIn the last decade, reading research has seen a paradigmatic shift. A new wave of computational models of orthographic processing that offer various forms of noisy position or context-sensitive coding have revolutionized the field of visual word recognition. The influx of such models stems mainly from consistent findings, coming mostly from European languages, regarding an apparent insensitivity of skilled readers to letter order. Underlying the current revolution is the theoretical assumption that the insensitivity of readers to letter order reflects the special way in which the human brain encodes the position of letters in printed words. The present article discusses the theoretical shortcomings and misconceptions of this approach to visual word recognition. A systematic review of data obtained from a variety of languages demonstrates that letter-order insensitivity isneithera general property of the cognitive systemnora property of the brain in encoding letters. Rather, it is avariantand idiosyncratic characteristic of some languages, mostly European, reflecting a strategy of optimizing encoding resources, given the specific structure of words. Since the main goal of reading research is to develop theories that describe thefundamental and invariantphenomena of reading across orthographies, an alternative approach to model visual word recognition is offered. The dimensions of a possible universal model of reading, which outlines the common cognitive operations involved in orthographic processing in all writing systems, are discussed.

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Assink, Egbert, Merel Lam, and Paul Knuijt. "Visual and phonological processes in poor readers' word recognition." Applied Psycholinguistics 19, no. 3 (July 1998): 471–87. http://dx.doi.org/10.1017/s0142716400010286.

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ABSTRACTIn two experiments, poor and normal Dutch readers, matched for reading age, were presented with visual matching tasks on a computer screen. In Experiment 1, word and pseudoword letter strings were used. The strings consisted of either uppercase/lowercase congruent (e.g., o/O) or uppercase/lowercase incongruent letters (e.g., a/A). Poor readers needed significantly more time to decode uppercase/lowercase incongruent pairs, especially when the pairs consisted of pseudowords. Experiment 2 investigated whether this effect was phonologically or visually mediated. Strings of letters, digit strings, and abstract figure symbols were used. Letter strings included words, pseudowords, and nonwords. Poor readers needed more time to match incongruent letter case pairs, consistent with Experiment 1. Poor readers performed more poorly on letter and digit string matching but not on the figure–symbol matching task. No evidence was found for the differential use of orthographic information in terms of multiletter constraints. The combined data on the letter, digit, and graphic symbol matching experiments suggest that an inadequate command of grapheme–phoneme associations is a critical factor in reading disability. Evidence for poor visual processing as an independent source of reading disability could not be established.

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DEFIOR, SYLVIA, FRANCISCO MARTOS, and LUZ CARY. "Differences in reading acquisition development in two shallow orthographies: Portuguese and Spanish." Applied Psycholinguistics 23, no. 1 (March 2002): 135–48. http://dx.doi.org/10.1017/s0142716402000073.

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The present study examines the role of the relative transparency of Portuguese and Spanish orthographies in schoolchildren's word recognition procedures. Both Portuguese and Spanish may be considered as transparent orthographies. However, mappings at the grapheme–phoneme level are more consistent in Spanish than in Portuguese. Four groups of Portuguese and Spanish children from grades 1, 2, 3, and 4, who had been taught to read using a phonics-based approach, were given a Portuguese and a Spanish version of three different continuous reading tasks: numeral reading, number word reading, and pseudoword reading. Reading time per item was measured and errors noted. Improvement in reading time was observed in both orthographies from grades 1 to 4. There were no errors in numeral recognition and few children made errors in reading the number words. In pseudoword reading, the Spanish children were faster and made fewer errors than the Portuguese children. Errors in pseudoword reading were scored as phonological when leading to the production of another pseudoword and as lexical when involving refusals and/or the production of a real word. Portuguese children made more phonological errors than the Spanish group, and there was no difference in the number of lexical errors. The results are discussed in terms of the role played by the differing orthographic transparency of Spanish and Portuguese in young readers' word recognition procedures.

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Moon, Kyungah, and Jeonghan Woo. "The Effect of UDL-based Multimedia Word Recognition Program on Word Recognition Ability of Students with Reading Difficulties." Journal of special education : theory and practice 21, no. 1 (March 30, 2020): 219–44. http://dx.doi.org/10.19049/jsped.2020.21.1.10.

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REN, Gui-Qin, Yu-Chang HAN, and Ying LIU. "On-line Study on Chinese Word Recognition During Sentence Reading." Advances in Psychological Science 20, no. 4 (May 24, 2013): 493–503. http://dx.doi.org/10.3724/sp.j.1042.2012.00493.

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Walpole, Sharon, and Michael C. McKenna. "The Role of Informal Reading Inventories in Assessing Word Recognition." Reading Teacher 59, no. 6 (March 2006): 592–94. http://dx.doi.org/10.1598/rt.59.6.10.

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Shin, Jongju, Jin Lee, and Daijin Kim. "Real-time lip reading system for isolated Korean word recognition." Pattern Recognition 44, no. 3 (March 2011): 559–71. http://dx.doi.org/10.1016/j.patcog.2010.09.011.

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Young, Chase, and Timothy Rasinski. "Readers Theatre: effects on word recognition automaticity and reading prosody." Journal of Research in Reading 41, no. 3 (June 30, 2017): 475–85. http://dx.doi.org/10.1111/1467-9817.12120.

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Ari, Omer. "Word Recognition Processes in College-Age Students’ Reading Comprehension Achievement." Community College Journal of Research and Practice 40, no. 8 (November 25, 2015): 718–23. http://dx.doi.org/10.1080/10668926.2015.1098578.

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Journal articles on the topic 'Reading Word recognition'

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